This plan released by the Wyoming Department of Education provides recommendations related to expanding digital learning opportunities for Wyoming students, with an emphasis on equal access to technology, collaborative leadership, and personalized student learning.

This May 2020 article explains how early childhood providers can empower families to participate in distance learning in spite of the many challenges they face.

This interactive website provides additional detail and illustrative videos on seven standards for leveraging technology in the classroom, which can empower student voice.

This interview explores how a school in California's Lindsay Unified School District was able to transition seamlessly to learner-centered online learning.

The distance learning website for Miami-Dade guides families to content-based videos as well as a help desk where they can receive technical assistance and laptop deliveries.

This book by LPI Principal Research Manager Marjorie Wechsler and Senior Fellow David Kirp provides rich detail on how states can design, manage, and fund exemplary early childhood programs, focusing on examples in Michigan, Washington, West Virginia, and North Carolina.

This brief offers practitioners and policymakers an opportunity to learn from promising programs that recruit and prepare racially, ethnically, culturally, and linguistically diverse cohorts of early childhood educators.

This report on competency-based pathways can help leaders think about to implement learning progressions (maps) to better personalize teaching, and it provides a series of tools and resources to support their use.

This research brief provides 10 recommendations with accompanying resources for implementing distance and blended learning.

This website describes additional examples of reopening plans with links to states and districts that are implementing hybrid learning models beginning fall 2020.

This resource presents things to consider; discusses how to attend to equity; and provides recommendations for actions educators can take to be able to recognize, build on, and respond to the range of ideas, or facets of students' thinking, during instruction.

California's CORE districts represent a statewide network of schools with longstanding authentic assessment practices and an emphasis on social and emotional learning within innovative accountability systems.

This website from the California Department of Education provides resources and modules for early childhood teachers, families, administrators, and trainers to adapt early childhood programs for online learning, as well as a link to a microlearning YouTube channel.

This brief lists 10 policy priorities, including a restorative approach to addressing learning loss and taking an asset-based approach to assessment.

This article discusses how two states, Georgia and North Carolina, have joined a new authentic assessment pilot program thanks to flexibility afforded under the Every Student Succeeds Act.

This three-page document from the Louisiana Department of Education condenses guidance on how to prioritize the well-being of students and staff during the 2020-21 school year.

This interactive report based on an instructional program argues that the cumulative nature of math learning demands assessments that span multiple grade levels, and that policymakers should move away from grade-level assessments.

This research brief summarizes and illustrates, through examples of informal assessment conversations, the nature of informal formative assessment and its connection to student learning.

Based on a consensus panel of experts, this document provides a set of principles that can help schools, districts, and states make decisions about assessments to inform instruction as schools reopen.

This website includes grade-level math lesson plans that are paired with summative tasks and tests, all of which are aligned to the Common Core State Standards.

The NEA micro-credentials site was created to make it easier for educators to access professional learning opportunities. The Assessment Literacy certification bank includes six micro-credentials for educators to develop their knowledge and skills to utilize meaningful assessment practices.

North Dakota's Smart Restart guidance to k-12 schools includes color-coded risk levels to help districts determine when certain instructional models become feasible, and it provides a series of essential questions for districts to ask.

The Portland Public Schools website offers regular updates on the city's Comprehensive Distance Learning program, as well as a helpful FAQ section and other supports for students and families.

The Rally platform, currently still in development, will allow CORE member districts to track student progress using measures of social and emotional learning and other metrics not commonly included in traditional accountability systems.